Uneven consequences’ of international English-medium-instruction programmes in China
A critical epistemological perspective
Bibliographic Data
| ID | 11182248 |
|---|---|
| Authors | Yang Song (0000-0003-2734-9838, Fudan University, corresponding author) |
| Year | 2021 |
| Volume | 42 |
| Issue | 4 |
| Pages | 342-356 |
| Publication date | 2021-04-21 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Multilingual and Multicultural Development (JOURNAL) |
| Journal identifiers | ISSN: 0143-4632 • E-ISSN: 1747-7557 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01434632.2019.1694525 |
| OpenAlex | W2991281429 |
| Language | EN |
| Citations received | 32 |
| References cited | 36 |
Critical studies on internationalisation of higher education (IHE) have addressed the uneven global geopolitics of knowledge production as reinforced and reproduced through policy making and mechanism of professional organisations. Yet it remains unknown about the dynamics of epistemic exchanges in between agents at multiple dimensions of IHE, particularly in Asian contexts. Adopting a critical epistemological perspective [Chen, K.-H. 2010. Asia as Method: Toward Deimperialization. Durham, NC: Duke University Press], the present study examines international and Chinese students’ epistemic practices in mixed English-Medium-Instruction (EMI) Master’s degree programmes in a top-ranked comprehensive university in Shanghai, China. The in-depth student/instructor interviews and ethnographic classroom observation converge to reveal that the EMI curriculum constructs an implicit hegemonic hierarchy among students based on their pre-enrolment possessions of linguistic capital of English and cultural capital concerning Americanised academic norms and discipline-specific knowledge. Given the implicit hegemony, it is also argued that students have developed varied degrees of epistemic awareness and resorted to strategies of inter-referencing and cultural syncretism in order to negotiate diverse epistemic frames of reference with regards (1) English as an academic lingua franca, (2) the epistemic domination of the Global North, and (3) reimagining China and modernity. Practical and conceptual implications on IHE are proposed based on the analysis
Curriculum · Epistemology · Hegemony · Internationalization · Pedagogy · Political science · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Second Language Learning and Teaching
The obvious but often overlooked
Epistemic (in)justice in English medium instruction
Between multilingual ethos and English pathos
Introduction
The emotional landscape of English medium instruction (EMI) in higher education
Forming critical selves through lived experiences of interculturality in an internationalizing university in China
Conflicting language ideologies and practices of English medium instruction policy for international students in China’s higher education
“Does Chinese philosophy count as philosophy?”
Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”
Knowledge power under the belt and road initiative
Revisiting symbolic power and elite language education in China
Exploring challenges in academic language-related skills of EFL learners in Chinese EMI settings
Translanguaging outside the centre
Motivations to enrol in EMI programmes in China
Translanguaging as decoloniality-informed knowledge co-construction
Translanguaging as sociolinguistic infrastructuring to foster epistemic justice in international Chinese-medium-instruction degree programs in China
The neoliberal coloniality of EMI in Hong Kong higher education
“I think I am bilingual, but…”
Translanguaging for intercultural communication in international higher education
Reproducing inequality while celebrating diversity
Using all English is not always meaningful
English as the medium of instruction and mother-tongue-based translanguaging
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme
The essentialisation of China in ‘Critical internationalisation studies’
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English
Unpacking the epistemic injustice in English medium instruction
English medium instruction in Moroccan universities
Sank you’ or ‘thank you’? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme
English-medium instruction (EMI) as the great (un)equaliser
So, only relying on English is still troublesome’
Mediación lingüística y cultural en el contexto de la movilidad académica internacional
Amplifying critical syncretism in Asia as method
Language Socialization into Academic Discourse Communities
The Cultural Politics of English as an International Language
Internationalizing the Curriculum
Why and how international students choose Mainland China as a higher education study abroad destination
The Persistent Challenges of Addressing Epistemic Dominance in Higher Education
What Counts as Internationalization? Deconstructing the Internationalization Imperative
Language socialization and identity in intercultural communication
English and international students in China today
English language ideologies and students’ perception of international English-Medium-Instruction (EMI) Master's programmes
Beyond Epistemic Provincialism
“Under Western Eyes” Revisited
China’s Strategy for the Internationalization of Higher Education
Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education
International Students in China
Higher education research in the Asia-Pacific
The politics of curriculum reforms in Asia
Towards Transformation of Knowledge and Subjectivity in Curriculum Inquiry
International students' culture learning and cultural adaptation in China
English-medium instruction policies in China
The competition fetish in higher education
Global competition, coloniality, and the geopolitics of knowledge in higher education
Conceptualizing international education
Geopolitics of sensing and knowing
Problematising and reimagining the notion of 'international student experience
| Citations per year | 5.33 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |